The program is offered in the College’s evening format. Students will take courses in either 7 week or 15 week sessions. The 7 week courses meet on Tuesday or Thursday evening from 6-10 p.m. The full-semester courses meet on Monday or Wednesday from 6-9 p.m. One course in the program, ECI 510 Research in Education, is strictly delivered in an online format. The 7 week sessions have 8-10 hour online components. Students will work through four (4) consecutive semesters for a total of 33 or 36 credits. Cohorts begin in the fall semester.

 

 


Fall Start with Initial Certification 1-6
33 credits

Fall: 3 courses (9 credits) 2 nights per week
Spring: 3 courses (9 credits) 1 night per week
Summer: 3 courses (9 credits) 2 nights per week
Fall: 2 courses (6 credits) Mon/Wed from 4-7 p.m. for practicum/1 night for portfolio

Course   Delivery Credits Term
ESP 600 /
 
EDU 506
Foundations of Special Education
 
Child Abuse/SAVE seminar
7 weeks 3
 
0
fall
ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment 7 weeks 3 fall
ESP 612 Educating Students with Mild to Moderate to Severe to Multiple Disabilities 15 weeks 3 fall
EDL 550 Developmental Literacy 7 weeks 3 spring
ESP 618 Assessing Children (B-6) with Exceptionalities 7 weeks 3 spring
ECI 510 Research in Education 15 weeks
online
3 spring
ESP 606 Assistive Technology for Special Need Learners 7 weeks 3 summer
ESP 607 Professional, Family and Community Collaboration in Schools and Schooling 7 weeks 3 summer
EDL 581 Early Language Development and Literacy 7 weeks 3 summer
ESP 688P or
ESP 688J
Integrative Practicum I: 1st-3rd Grade or Integrative Practicum I: 4th-6th Grade 7 weeks 3 fall
ESP 691 Portfolio 15 weeks 3 fall

 

 


Fall Start without Initial Certification 1-6
36 credits

Fall: 3 courses (9 credits) 2 nights per week
Spring: 3 courses (9 credits) 1 night per week
Summer: 3 courses (9 credits) 2 nights per week
Fall: 3 courses (9 credits) Mon/Wed from 4-7 p.m. for each practicum/1 night for portfolio

Course   Delivery Credits Term
ESP 600 /
 
EDU 506
Foundations of Special Education
 
Child Abuse/SAVE seminar
7 weeks 3
 
0
fall
ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment 7 weeks 3 fall
ESP 612 Educating Students with Mild to Moderate to Severe to Multiple Disabilities 15 weeks 3 fall
EDL 550 Developmental Literacy 7 weeks 3 spring
ESP 618 Assessing Children (B-6) with Exceptionalities 7 weeks 3 spring
ECI 510 Research in Education 15 weeks
online
3 spring
ESP 606 Assistive Technology for Special Need Learners 7 weeks 3 summer
ESP 607 Professional, Family and Community Collaboration in Schools and Schooling 7 weeks 3 summer
EDL 581 Early Language Development and Literacy 7 weeks 3 summer
ESP 688P Integrative Practicum I: 1st-3rd Grade 7 weeks 3 fall
ESP 688J Integrative Practicum I: 4th-6th Grade 7 weeks 3 fall
ESP 691 Portfolio 15 weeks 3 fall

 

 


Fall Start with Initial Certification 7-12 Generalist
33 credits

Fall: 3 courses (9 credits) 2 nights per week
Spring: 3 courses (9 credits) 1 night per week
Summer: 3 courses (9 credits) 2 nights per week
Fall: 2 courses (6 credits) Mon/Wed from 4-7 p.m. for practicum/1 night for portfolio

Course   Delivery Credits Term
ESP 600 /
 
EDU 506
Foundations of Special Education
 
Child Abuse/SAVE seminar
7 weeks 3
 
0
fall
ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment 7 weeks 3 fall
ESP 612 Educating Students with Mild to Moderate to Severe to Multiple Disabilities 15 weeks 3 fall
EDL 585 Adolescent Literacy: transacting with Literature 7 weeks 3 spring
ESP 619 Assessing Children (7-12) with Exceptionalities 7 weeks 3 spring
ECI 510 Research in Education 15 weeks
online
3 spring
ESP 606 Assistive Technology for Special Need Learners 7 weeks 3 summer
ESP 607 Professional, Family and Community Collaboration in Schools and Schooling 7 weeks 3 summer
ESP 620 Differentiated Instruction in the Content Areas 7 weeks 3 summer
ESP 689A or
ESP 689S
Integrative Practicum II: 7th-9th Grade or Integrative Practicum II: 10th-12th Grade 7 weeks 3 fall
ESP 691 Portfolio 15 weeks 3 fall

 

 


Fall Start without Initial Certification 7-12 Generalist
36 credits

Fall: 3 courses (9 credits) 2 nights per week
Spring: 3 courses (9 credits) 1 night per week
Summer: 3 courses (9 credits) 2 nights per week
Fall: 3 courses (9 credits) Mon/Wed from 4-7 p.m. for practicum/1 night for portfolio

Course   Delivery Credits Term
ESP 600 /
 
EDU 506
Foundations of Special Education
 
Child Abuse/SAVE seminar
7 weeks 3
 
0
fall
ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment 7 weeks 3 fall
ESP 612 Educating Students with Mild to Moderate to Severe to Multiple Disabilities 15 weeks 3 fall
EDL 585 Adolescent Literacy: transacting with Literature 7 weeks 3 spring
ESP 619 Assessing Children (7-12) with Exceptionalities 7 weeks 3 spring
ECI 510 Research in Education 15 weeks
online
3 spring
ESP 606 Assistive Technology for Special Need Learners 7 weeks 3 summer
ESP 607 Professional, Family and Community Collaboration in Schools and Schooling 7 weeks 3 summer
ESP 620 Differentiated Instruction in the Content Areas 7 weeks 3 summer
ESP 689A Integrative Practicum II: 7th-9th Grade 7 weeks 3 fall
ESP 689S Integrative Practicum II: 10th-12th Grade 7 weeks 3 fall
ESP 691 Portfolio 15 weeks 3 fall

 

 

Course Descriptions

EDU 506 Child Abuse Awareness/SAVE Seminar
This course, comprised of two online workshops, satisfies New York State’s requirements for Project SAVE legislation as well as Child Abuse Identification and Reporting.
 
ECI 510 Research in Education
This course affords the graduate student an overview of the methods used in educational research. Students will study and apply different methods of quantitative and qualitative research. The course will further increase a student’s understanding of research methodology and design. The central focus will be on Action Research which will lead to the culminating project within the Master’s program. At the completion of this course, the student will have identified their thematic concern and will have begun the cycle of Action Research. Three credit hours. Prerequisite: none. Offered every semester.
 
EDL 550 Developmental Literacy: Emergence to Fluency
This course will introduce students to the research that supports balanced literacy from emergence to fluency. They will study the five pillars of reading instruction while exploring the components of word study, read-alouds, shared, guided, and independent reading and writing. The students will use this knowledge to plan systematic, explicit lessons within meaningful, engaging experiences in literacy. If the student is pursuing a MSED-SWD a minimum of 25 participation hours is required. Three credit hours. Prerequisite: none. Offered Fall and Spring.
 
EDL 581 Early Language Development and Literacy
This course explores research and current understandings of the development of language and literacy in young children from birth through preschool. Students will study extensively oral language and its implication as the foundation for literacy. Through developmentally appropriate practices and balanced literacy, students will learn effective ways to support and scaffold language and literacy skills and will be introduced to high quality, diverse children’s literature. Students will work to develop the critical understanding that assessment drives instruction. Personal learning styles, family involvement and cultural contexts are considered as influences on literacy development of the young child. The use of technology and reflective practice will be integrated into instruction and the New York State English Language Arts Standards will be explored. If a student is pursuing the MSED-SWD a minimum of 25 participation hours is required. Three credit hours. Offered Fall, Spring, Summer. No prerequisite.
 
EDL 585 Adolescent Literacy: Transacting with Literature
This course will explore theories, research based practices, curricula and content of instruction for adolescent learners. Students will explore research regarding effective literature and content based curriculum. Emphasis is on strategies for the integration
of language, writing, literature, content, and higher level thinking skills. Integration of technology, diversity for learners, reflective practices, and the New York State English Language Arts curriculum will be included. Three credit hours. Prerequisites: EDL 580 or equivalent. Offered Fall, Spring, Summer.
 
ESP 600 / Foundations of Special Education
This course offers an examination of the historical, social, and legal foundations of special education. Emphasis will be placed on issues, trends, and legislation, which affect the provision of services in school, home, and community settings with a focus on inclusion of individuals with disabilities in home and school settings. An overview of the characteristics and instructional needs of individuals with disabilities for children birth through 12, will be provided. Issues related to school, community and family collaborations for children with disabilities will also be examined Provided, is an overview of the characteristics and instructional needs of individuals with all exceptionalities (including Autistic Spectrum Disorders) identified in the present federal educational disability related legislation. The impact of diversity and assistive technology services of persons with special needs in the school will also be addressed. A minimum of 15 participation hours are required. Three credit hours. Prerequisite: none. Offered Fall, Spring.
 
ESP 602 Behavioral Strategies for Working with Students with Exceptionalities: Managing the Learning Environment
This course is intended to help teachers understand the assessment of and intervention for children, (infancy through adolescence) with emotional and behavioral disorders with an emphasis on school age settings. A study of Autism Spectrum Disorder, as it relates to effective emotional and behavioral strategies will also be covered Theoretical and practical applications of behavioral analysis will be included with stress placed on the prevention of behavior problems while supporting the development of independence and positive social interaction skills. This course will also focus on identifying, recording, evaluating, and effecting positive change in the social and academic behaviors of children with special needs, through the process of behaviorally-based instruction, functional behavioral assessments, and the development of behavior support plans. The impact of diversity and assistive technology services on children with special needs in the school will also be addressed. The impact of culture and individual values on the assessment, perception, and response to children with emotional and behavioral disorders and their families will also be carefully considered. A minimum of 10 participation hours is required. Three credit hours. Offered Fall, Spring.
 
ESP 606 Assistive Technology for Special Need Learners
Designed to help special educators develop an awareness of technology that can assist in the lives and learning of children birth through 12th grade, receiving special education. Technology for managing, assessing, and teaching across multiple computer operating systems will be covered as well as administrative applications of technology related to special education. Students will analyze the use of assistive technology devices that allow access to computers for children with physical challenges. Multicultural issues relating to technology access will be addressed in readings, lecture, and practicum. Three credit hours. Prerequisites: CIS 155 or equiv., ESP 600 /. Offered Summer.
 
ESP 607 Professional, Family and Community Collaboration in Schools and Schooling
This course provides a comprehensive set of strategies and methods for involving general and special education teachers, other professionals, parents and the community in collaborative partnerships for the benefit of children and adolescents with disabilities. School relationships with families of children and adolescents with special needs and potential barriers to these contacts to include cultural and individual perceptions will be considered along with legal rights of families whose children and adolescents receiving special education services. A strong emphasis will be placed on a family-centered approach to education with a goal that teachers will become better able to analyze their own personal values, beliefs, and cultural biases in order to offer better support for families. If students are pursuing the MSED-SWD a minimum of 25 participation hours are required. Three credit hours. Prerequisites: ESP 600 /. Offered Summer.
 
ESP 610 Integrative Practicum Seminars: Childhood
This course engages prospective special educators in a seminar process to share, analyze, and extend their professional experiences to include collaboration with professionals and parents and the development of co-teaching relationships in the school setting with attention to the elementary classroom. Support will also be given towards the development of individual systems of self reflection and evaluation while working to refine teaching experiences and skills through group analysis to improve instruction and guide professional growth. One credit hour. Offered every semester.
 
ESP 611 Integrative Practicum Seminars: Middle Childhood
This course engages prospective special educators in a seminar process to share, analyze, and extend their professional experiences to include collaboration with professionals and parents and the development of co-teaching relationships in the school setting with attention to the middle school classroom. Support will also be given towards the development of individual systems of self reflection and evaluation while working to refine teaching experiences and skills through group analysis to improve instruction and guide professional growth. One credit hour. Offered every semester.
 
ESP 612 Educating Students with Mild and Moderate to Severe and Multiple Disabilities
This course provides the necessary knowledge and skills to select, adapt, and sequence instructional methods and materials for a range of elementary and middle school students with higher incidence developmental disabilities and severe & multiple disabilities. The development of differentiated instructional methodologies in the content areas (Math, ELA, Science and Social Studies) along with group instructional procedures will be examined. Emphasis will also be placed on the integration of general education and special education methodologies along with the development of learning communities, curricular adaptation, access to the general curriculum, functional skill objectives, and community-based instruction. It also examines the issues and trends related to development and implementation of community-based educational, recreational, work and living options and supports. Content related to issues relevant to the student’s cultural and social background in the identification of disability, developmental delay and the development of individual educational objectives will be examined. Topics related to person-centered planning, family involvement, medical concerns as relevant to the classroom, advocacy and assistive technology services of children with special needs in the school will also be addressed. Included will be IEP development and relevant legal and service mandates as per IDEA and ADA. A minimum of 10 participation hours is required. Three credit hours. Prerequisites: ESP 600 /. Offered Fall, Spring.
 
ESP 618 Assessing Children (1st-6th Grade) with Exceptionalities
The purpose of this course is to provide knowledge and develop skills in assessment, diagnosis and remediation of children with special needs from birth through middle childhood. The class will emphasize an individualized, culturally competent approach to assessment that identify children’s’ strengths and weaknesses. Students will demonstrate understanding of assessment tools and procedures, the referral process, identification, and instructional phases of program planning for children with special needs from birth through middle childhood education,. There will be additional focus on specific educational assessment methods and procedures used for students with disabilities to include those with culturally or linguistically diverse backgrounds and students needing assistive technology. A minimum of 15 participation hours are required. Three credit hours. Offered Spring, Summer.
 
ESP 619 Assessing Children (7th-12th Grade) with Exceptionalities
The purpose of this course is designed to investigate and develop skills in assessment, diagnosis and remediation of children with disabilities in grades 7-12. Students will learn program planning with an emphasis on individualized and culturally competent approaches to assessment. Students will learn the process of identification, referral and assessment procedures used for the adolescent child in grades 7-12. There will be specific focus on educational assessments geared for transitions from school to adult and programming that meets the needs of children and their families. The appropriate use of assistive technology, modifications and accommodations as it relates to assessment will also be covered. A minimum of 15 participation hours are required. Three Credit hours. Prerequisites: ESP 600 /, ESP 612. Offered Spring, Summer.
 
ESP 620 Differentiated Instruction in the Content Areas
This course is intended to provide students teaching 7-12th grade with the knowledge of curricular learning options for students with complex academic needs. Emphasis will be placed on modifications and adaptations to core content making it accessible for all students, while focusing on elements such as content, process and student product, as a means to guide instructional planning. Students will explore cognition and learning to uncover strategies that support growth and development in an academic setting. If students are pursuing the MSED-SWD a minimum of 25 participation hours are required. Three credit hours. Prerequisites: ESP 600 /, ESP 612. Offered Summer.
 
ESP 688P Integrative Practicum I: 1st-3rd Grade
This course provides students seeking Students with Disabilities certification (1st-3rd grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IFSP/IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three credit hours. Offered every semester.
 
ESP 688J Integrative Practicum I: 4th-6th Grade
This course provides students seeking Students with Disabilities certification (4th-6th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IFSP/IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator. Three credit hours. Offered every semester.
 
ESP 689A Integrative Practicum II: 7th-9th Grade
This course provides students seeking Students with Disabilities (7th – 9th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three credit hours. Offered every summer.
 
ESP 689S Integrative Practicum II: 10th-12th Grade
This course provides students seeking Students with Disabilities educator certification (10th – 12th grade) with experience in educating children who have been identified as needing special education services. Students will demonstrate their ability to provide differentiated instruction and apply appropriate teaching strategies that meet the specific needs of children with disabilities. Students will gain experience in administering assessments, developing IEP’s/504 plans and planning and delivering instruction in a tutorial setting. Students will prepare reports for shared collaboration with parents and other professionals directly involved with the child’s educational progress. Through involvement in the practicum, students will acquire a realistic perspective of special education and develop the knowledge, skills, and aptitudes needed for entry into Students with Disabilities educator positions. Three credit hours. Offered every summer.
 
ESP 691 Portfolio For Students with Disabilities Practice
The purpose of this course is to provide students with documentation of their growth and achievement throughout their Masters program in Students with Disabilities. Emphasis will be on the creation and selection of specific artifacts that represent evidence of knowledge, application and reflective practice in teaching students with disabilities. The course will also cover leadership in inclusive classrooms and the role of students with disabilities educators in the collaborative process. Included in the course, will be the development and implementation of an informational workshop/presentation to peers, educators and other professionals, highlighting an area of concern in students with disabilities education. Three credit hours. Prerequisite: Must be taken with ESP 688 or ESP 689. Offered Fall.
 

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